zahra eslami chehrazi; maryam Ghorbani; Asghar Aghaei
Volume 2, Issue 1 , August 2014, , Pages 34-43
Abstract
Introduction: The aim of the present study was to determine the relationship between parenting styles with a theory of mind in the students in the fourth and fifth grade. Methods: The research method was descriptive and correlational and statistical population included all fourth and fifth grade students ...
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Introduction: The aim of the present study was to determine the relationship between parenting styles with a theory of mind in the students in the fourth and fifth grade. Methods: The research method was descriptive and correlational and statistical population included all fourth and fifth grade students and their mothers in the academic year in Isfahan in 2011-2012. In the society about 361(177 boys and 184 girls) students and their mothers were selected as the statistical sample using cluster random sampling from the six areas of education among girls and boys. Research tools include Parenting Styles Questionnaire (Baumrind, 1972) and Advanced Theory of Mind Test )Happe, 1994). These data were analyzed by using statistical methods, correlation and regression analysis, and analysis of covariance and t-tests. Finding: The results showed that there is a significantly negative relationship between the authoritarian parenting style and theory of mind. In addition to there is a significant positive correlation between the authoritative parenting style and theory of mind. Finally, authoritative style and authoritarian style can predict the theory of mind in the level (p< 0.01). They didn’t observe the significant communication between parents permissive style and the theory of mind. Conclusions: According to the results of this study it can be said that authoritative parenting practices has a significant role in Cognitive development and socialization of individuals because of the parent’s attention and their appropriate response.
